Module Guide - assignmentsbox.co.uk · Web viewEvery module has a Module Definition Form (MDF)...

Lord Ashcroft International Business School

Marketing Management

Department: Leadership and ManagementModule Code: MOD001228

Level: 7

Academic Year: 2014/15Semester/Trimester: Two

Module Guide

Contents

Marketing Management...............................................................................................................................11. Key Information.......................................................................................................................................22. Introduction to the Module.......................................................................................................................2

2.1 Employability skills delivered in this Module......................................................................................33. Attendance..............................................................................................................................................34. Learning Outcomes and Outline Delivery................................................................................................4

5.1. Element 010 – Assignment – submit work via Turnitin/Grademark®...............................................75.3. Submitting your work via Turnitin/Grademark® [Cambridge and Chelmsford students]..................85.3 Submitting your work [Students in all other locations at Associate Colleges].................................105.4. Feedback........................................................................................................................................10

6. How is My Work Marked?......................................................................................................................117. Assessment Criteria and Marking Standards........................................................................................14

7.1 Specific Assessment Criteria and Marking Rubric or Grading Form...............................................147.2 University Generic Assessment Criteria..........................................................................................17

8. Assessment Offences............................................................................................................................189. Learning Resources..............................................................................................................................20

9.1. Library.............................................................................................................................................2010. Module Evaluation...............................................................................................................................2511. Report on Last Delivery of Module......................................................................................................26Appendix 1: Re-Assessment Information..................................................................................................27

Page 1

Module Guide

1. Key Information

Module title: Marketing Management

Module Leader: TBC

Module Tutors: Mr. Omkar Dastane/Zubair Hassan Email: [email protected] or [email protected]

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:

the Virtual Learning Environment (VLE) the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. An extract of the Academic Regulations, known as the Assessment Regulations, is available at this website too (all new students will have received a printed copy as part of their welcome pack).

In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the Module

Welcome to the module - Marketing Management. In this module we will examine the developments in marketing over the last decade as it has reacted to the changing demands of stakeholders and primarily the sophisticated customer.

Traditional marketing has been based largely on predictable and static models of buyer behaviour where exchange has been assumed to be transactional, and strategy based on tried and tested prescribed tools and techniques.

Present day customers are sophisticated consumers of product and service offers, are mobile, articulate and can discriminate between alternative offers, and consequently make choices that hitherto were unthinkable. Individuals and organisations have significant switching power, can accept and reject offers quickly, and have portfolios of acquisition patterns that are unpredictable.

In fact, the term customer cannot be used in a generic sense for planning purposes, and transactional ideas of exchange have given way to the formation of close value relationships between supplier and consumer. What we regarded as a market, segmented by socio-economic groupings, or benefits has to be re-defined in modern marketing.

Page 2

http://www.anglia.ac.uk/academicregs

http://www.anglia.ac.uk/modules

http://www.anglia.ac.uk/modulecatalogue

mailto:[email protected]


Module Guide

What this commentary means is that value propositions put together by organisations with the intention of targeting the offer in a general sense must tailor the offer towards individuals, and with an offer that creates loyalty and a bonding relationship that forms part of the brand strength.

This module will seek to examine these issues using a series of case studies from companies in different paced markets (fast/slow moving), domestic and international settings and combinations of products/services relationships.

2.1 Employability skills delivered in this Module

It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:

3. Attendance

Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (e.g.: illness), please contact your Module Tutor.

Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies.

Page 3

SKILL Skills acquired in this module

Communication (oral) XCommunication (written) XCommercial Awareness XCultural sensitivity XCustomer focus XData Handling XDecision making XEnterprising XFlexibility XInitiative XInterpersonal Skills XLeadership/Management of othersNetworkingOrganisational adaptabilityProject ManagementProblem Solving and analytical skills XResponsibilityTeam workingTime Management XOther

Module Guide

International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (Tier 4 student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Failure to do so will have serious implications for your immigration status in the UK. Anglia Ruskin, like all British Universities, is statutorily obliged to inform UK Visa & Immigration (Home Office) of significant unauthorised absences by any student visa holders.

4. Learning Outcomes and Outline Delivery

Anglia Ruskin modules are taught on the basis of intended learning outcomes and, on successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes.

1. Identify the value proposition of an organisation and demonstrate how it provides a competitive advantage for the organisation

2. Critically evaluate the value propositions of a range of companies competing in a market sector

3. From the analysis of the value propositions in 1 and 2, synthesise a new value proposition for a company identifying how it will gain a competitive advantage

4. Manage information from a range of sources in the formulation of a viable value proposition.

The learning outcomes will be tested in the assessment tasks.

Page 4

Module Guide

Session Subject Area Advance ReadingImpact of Customer Value Imperatives

1 IntroductionCustomer valueNew marketing: marketing is dead, long live marketing

Piercy ch 1Relevant readings from literature on value

2 How marketers are failing to provide customer focus. Piercy ch 2

3 Value-based market strategy Piercy ch 3 - 4

4 Case Study work identify customer value

Developing a value-based marketing strategy

5 Market strategy and the strategic pathwayStrategic Pathway – market sensing and learning strategy

Piercy ch 5

Ardley, B., (2006) Telling Stories about Strategies:A Narratological Approach to Marketing Planning The Marketing Review, 6, 197-209 Westburn Publishers Ltd, Piercy ch 6

6 Strategic Pathway – strategic market choices and targets Piercy ch 7Kim, W.C. & Mauborgne, R., 2004. Blue Ocean Strategy. Harvard Business Review. October, pp.76-84

7 Strategic Pathway – value proposition Piercy ch 8; Barnes et al Kotler ch 5Fifield ch 6

Johnson, M.W., Christensen, C.M. & Kagermann, H., 2008. Reinventing your Business Model. Harvard Business Review. (December), pp.51-59.Andreson, J.C., Narus, A.J. & van Rossum, W., 2006. Customer Value Propositions in Business Markets.

Page 5

Module Guide

Harvard Business Review. March, pp.91-99

8 Strategic Pathway – key relationships Piercy ch 9

9 Case study work – evaluate value propositions of company and competitor; produce revised value proposition

Processes for Managing Strategic transformation

10 Identifying strategic gaps,Implementation and change – managing key processes, the goal of totally integrated marketing

Piercy ch 10 - 11

11 Implementation process and developing internal marketing strategy Piercy ch 12

12 Review of module

Page 6

Module Guide

5. Assessment

The assessment for this module consists of one element.

Element Type of assessment Word or time limit

Submission method

Submission dates

Formative assessment – answer the first question of the assignment

up to 1000 words

Hard Copy NO LATER THAN:Mon 2nd April 2015 2pm (14:00 hours)

010 Assignment – report answering the five questions listed below

3,000 words

Hard Copy NO LATER THAN:Mon May 11th 2015 by 2pm (14:00 hours)

5.1. Element 010 – Assignment

MarkLearning Outcome

1. Using suitable models identify the customer perceived value for the customers for a company of your choice 20 4

2. Critically evaluate the existing value proposition for the one you have chosen. Compare and contrast the value proposition with that of the leading competitor in its sector.

20 1-2

3. Benchmark the two value propositions, comparing and contrasting as appropriate, and reaching a justified conclusion[s] 20 1-2

4. In light of your analysis of your existing value proposition and what you have learnt in this module produce a new value proposition that will match the value criteria of the customers.

20 3

5. Produce a plan to implement the value proposition externally and internally 20 3

TOTAL MARKS 100%

In the marketing literature the focus today is on providing to the customer superior value through the creation of a value proposition that matches their value(s).

For this assignment you are required to undertake the tasks outlined in the box above.

You should fully utilise the appropriate marketing concepts/models examined in the module to assist you in your analysis in all parts of the assignment.

FORMATIVE ASSESSMENT

Please submit the first part of the assignment (i.e. the identification of the customer perceived value) on the date given above. It will be marked by the tutor and you will be provided with feedback within 20 working days at which time they will give you an indication if it will pass or not and what you can do to improve it. You will then have the opportunity to resubmit this first section either with or without the changes suggested by the tutor at the end of the module along with the rest of the assessment.

Page 7

Module Guide

You are requested to keep a copy of your work.Grademark® Submission

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.

All student work which contributes to the eventual outcome of the module (i.e.: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via Turnitin/GradeMark®. You CANNOT submit work for this element via the iCentres and Academic staff CANNOT accept work directly from you.

Any late work (posted to Turnitin/Grademark®) will NOT be considered and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

5.3. Submitting your work via Turnitin/Grademark® [Cambridge and Chelmsford students]

You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on the assignment brief, all your assignments should be submitted online. Hard copy assignments handed into the iCentre will NOT be marked. You must put YOUR Student ID number (SID) as the submission title (details below).

You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report Class to which you can submit multiple drafts for originality checking.

The Grademark class page shows the start date (when you can begin submitting work), the due date for your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. The post date is the date when both feedback and provisional results will be posted online. You should follow the detailed instructions provided on the VLE: https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Home.aspx

When you submit your paper, remember to include the information:

Page 8

Module Guide

When you click Upload, you then see a preview of your file. If you are happy it is the right file, click Confirm to submit your work.

POINTS TO NOTE

1. The due date as seen in eVision is the official submission deadline. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it until the last minute to submit your work – the system becomes extremely busy and can be slower during the period of the deadline.

2. Grademark final submission classes will become available 10 working days before the final submission date. Be aware that work can only be submitted ONCE to these classes and cannot be removed or changed.

3. All work submitted MUST be entitled by your Student ID number.

4. Any work handed in via the iCentre will NOT be marked.

5. The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of the originality report is not required.

6. The Originality Report will not be used to make assessment decisions unless concerns arise as to poor academic practice, plagiarism, or collusion. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations).

7. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created for re-sits.

Page 9

Module Guide

8. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on the module VLE. If you have experience submission difficulties, please email: [email protected] Furthermore, there is a support VLE site (https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Home.aspx) there are links to videos to show you how to submit your work and to view your feedback.

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.

5.3 Submitting your work [Students in all other locations at Associate Colleges]

All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

5.4. FeedbackYou are entitled to feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is accomplished by a member of academic staff providing your mark and associated comments which will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. This feedback will be available on-line via Turnitin/Grademark® or may be sent directly to your Anglia Ruskin e-mail account.

The marker of your assignment will include feedback on written assignments that includes answers to these three key questions:

1. What is your overall feedback?2. How does your assignment compare to the marking criteria?3. How can you improve in the future?

Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; e.g.: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.

Page 10

http://www.anglia.ac.uk/results

Module Guide

HOW TO VIEW YOUR FEEDBACK IN TURNITIN GRADEMARKClick on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer.

The Document Viewer will open and the main feedback on your work is shown in the General Comments:

There may also be Quick Marks on your assignment or a Grading Form/Rubric to show how you performed against the marking criteria, click on the tabs to open them.

Comments List Rubric/Grading Form

6. How is My Work Marked?After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other

Page 11

Jumps to the comment

within your assignment

Expanded comments

Number of comments on a page

Expands /collapses comments on a page

Expands /collapses comments

on all pages

Scroll to see how

your work compared with the marking criteria

Module Guide

universities in the UK and that your work has been marked fairly, honestly and consistently. These include:

Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g.: a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking

External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.

Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the Marketing Enterprise and Tourism DAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAP’s remit:

Leadership and Management

External Examiner’s Name Academic InstitutionMr Colin Allen University of GreenwichDr Malgorzata Ciesielska Teeside UniversityDavid Chalcraft University of WestminsterDr Gary Ramsden University of LincolnDr David Pollard Leeds Beckett UniversityDr Tiffany Low Aberystwyth UniversityColin Allen University of GreenwichDr Janet Astley York St John UniversityBrian Kriefman Regent’s College LondonProf Phil Megicks Plymouth Business SchoolDr Chris Miller University of Glamorgan

The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo.

Page 12

http://www.anglia.ac.uk/eeinfo

Module Guide

Anglia Ruskin’s marking process is represented in the flowchart below:

Page 13

Student submits work / sits

examination

Work collated and passed to Module Leader

Work is marked by Module Leader and Module Tutor(s)1. All marks collated by Module Leader

for ALL locations2

Internal moderation samples selected. Moderation undertaken

by a second academic3

Unconfirmed marks and feedback to students within 20 working

days (30 working days for Major Projects)

External moderation samples selected and moderated by

External Examiners4

Marks submitted to DAP5 for consideration and approval

Marks Approved by DAP5 and forwarded to Awards Board

Any issues?

Any issues?

Students receive initial (unconfirmed)

feedback

Confirmed marks issued to students

via e-Vision

Marking S

tageInternal M

oderation Stage

External M

oderation Stage

DA

P4 S

tage

YES

YES

NO

NO

Flowchart of Anglia Ruskin’s Marking Processes

All work is marked anonymously or double marked where identity of the student is known (e.g.: in a presentation)The internal (and external) moderation process compares work from all locations where the module is delivered (e.g.: Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.)The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for each marker and covers the full range of marksOnly modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marksDAP: Departmental Assessment Panel – Anglia Ruskin has over 25 different DAPs to reflect our subject coverage

Module Guide

Page 14

Module Guide

7. Assessment Criteria and Marking Standards

7.1 Specific Assessment Criteria and Marking Rubric or Grading Form

A++ = 90-100 A+ = 80-89% A = 70-79% B = 60-69% C = 50-59% D = 40-49% F = 30-39% F- = 20-29% F— = 10 -19% F---- = 0-9%

Iden

tify

the

cust

omer

per

ceiv

ed v

alue

An exceptional analysis of key issues and concepts with very clear originality and autonomy. Exceptional research skills, development of conceptual structures and argument. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication.

Outstanding analysis of key issues and concepts with clear originality and autonomy. Outstanding research skills, development of conceptual structures and argument. Demonstrates independence of thought and a very high level of intellectual rigour and consistency

Excellent analysis of key issues and concepts. Excellent development of conceptual structures and argument. Outstanding research skills. Demonstrates independence of thought and a high level of intellectual rigour and consistency.

Good analysis of key issues and concepts. Development of conceptual structures and argument.

Satisfactory knowledge of key issues and concepts. Descriptive in parts but some ability to develop concepts and argument.

Basic knowledge of key issues and concepts in discipline. Generally descriptive, with little argument.

Limited knowledge of key issues and concepts in discipline. Largely descriptive, with limited argument.

Little evidence of knowledge of key issues and concepts in discipline. Largely descriptive, with little evidence of argument.

Inadequate knowledge of key issues and concepts in discipline. Wholly descriptive, with inadequate argument.

You did not answer the question or related learning outcome.

Page 15

Module GuideCr

itica

lly e

valu

ate

the

valu

e pr

opos

ition

for t

he

chos

en o

rgan

isat

ion











Benc

hmar

k th

e tw

o va

lue

prop

ositi

ons,

com

parin

g an

d co

ntra

stin

g as

app

ropr

iate

, and

reac

hing

a An exceptional

analysis of key issues and concepts with very clear originality and autonomy. Exceptional research skills, development of conceptual structures and argument. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication.










Page 16

Module GuidePr

oduc

e a

revi

sed

valu

e pr

opos

ition

.











Prod

uce

a pl

an to

impl

emen

t the

val

ue p

ropo

sitio

n ex

tern

ally

and

inte

rnal

ly











Page 17

Module Guide

7.2 University Generic Assessment Criteria

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 7

Level 7 is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

Mark Bands OutcomeGeneric Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills

Cha

ract

eris

tics

of S

tude

nt A

chie

vem

ent b

y M

arki

ng B

and

90-100%

Achieves module outcome(s) related to GLO at this level

Exceptional analysis of key issues/concepts/ethics with very clear originality and autonomy. Exceptional development of conceptual structures and argument making an exceptional use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication

Exceptional analysis of key issues/concepts/ethics. Exceptional development of conceptual structures and argument, making consistent use of scholarly conventions. Exceptional research skills, independence of thought, an extremely high level of intellectual rigour and consistency, exceptional expressive/professional skills, and substantial creativity and originality. Exceptional academic/intellectual skills. Work pushes the boundaries of the discipline and may be considered for external publication

80-89%

Outstanding analysis of key issues/concepts/ethics with clear originality and autonomy. Outstanding development of conceptual structures and argument making an exemplary use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency

Outstanding analysis of key issues/concepts/ethics. Very high level development of conceptual structures and argument, making consistent use of scholarly conventions. Outstanding research skills, independence of thought, a high level of intellectual rigour and consistency, outstanding expressive/professional skills, and considerable creativity and originality. Exemplary academic/intellectual skills

70-79%

Excellent analysis of key issues/concepts/ethics. Excellent development of conceptual structures and argument making excellent use of scholarly conventions. Demonstrates independence of thought and a high level of intellectual rigour and consistency

Excellent analysis of key issues/concepts/ethics. High level development of conceptual structures and argument, making consistent use of scholarly conventions. Excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/ professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality

60-69%Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions

Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions

50-59%Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

40-49%A marginal pass in module outcome(s) related to GLO at this level

Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent

Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

30-39%

A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Satisfies qualifying mark

Limited knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and limited argument. Limited use of scholarly conventions.

Limited research skills impede use of learning resources and problem solving. Significant problems with structure/accuracy in expression. Team/Practical/ Professional skills not yet secure. Weak academic/ intellectual skills. Limited use of scholarly conventions

20-29%

Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and little evidence of argument. Little evidence of use of scholarly conventions.

Little evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/Practical/Professional skills virtually absent. Very weak academic/intellectual skills. Little evidence of use of scholarly conventions

10-19% Inadequate knowledge of key issues/concepts/ethics in discipline. Wholly descriptive, with inadequate synthesis of existing scholarship and inadequate argument. Inadequate use of scholarly conventions.

Inadequate use of research skills, learning resources and problem solving. Major problems with structure/accuracy in expression. Team/Practical/Professional skills absent. Extremely weak academic/intellectual skills. Inadequate use of scholarly conventions

Page 18

Module Guide

1-9%

No evidence of knowledge of key issues/concepts/ethics in discipline. Incoherent and completely but poorly descriptive, with no evidence of synthesis of existing scholarship and no argument whatsoever. No evidence of use of scholarly conventions.

No evidence of use of research skills, learning resources and problem solving. Incoherent structure/accuracy in expression. Team/Practical/Professional skills non-existent. No evidence of academic/intellectual skills. No evidence of use of scholarly conventions

0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (e.g.: answers the wrong question) and/or related learning outcomes

j

8. Assessment Offences

As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected.

You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g.: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.

Definitions of Assessment Offences

Plagiarism

Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission.

You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on.

Examples of plagiarism include:

directly copying from written work, physical work, performances, recorded work or images, without saying where this is from;

using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own;

rewording someone else’s work, without referencing them; and handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft.

Collusion

Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work.

Page 19

Module Guide

Examples of collusion include:

agreeing with others to cheat; getting someone else to produce part or all of your work; copying the work of another person (with their permission); submitting work from essay banks; paying someone to produce work for you; and allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

taking unauthorised material into the examination room; inventing results (including experiments, research, interviews and observations); handing your own previously graded work back in; getting an examination paper before it is released; behaving in a way that means other students perform poorly; pretending to be another student; and trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences

Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. In accordance with our ‘Academic Honesty Policy’, you will be able to do tutorials on being honest in your work from the library (http://anglia.libguides.com/GAP) and other central support services and faculties, and will be able to review your work for plagiarism using ‘Turnitin®UK’ (where appropriate), an online service for matched-text. You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. Turnitin®UK will produce a report which clearly shows if passages in your work have been matched with another source. Originality of assessment is an academic judgement and there is no generally acceptable upper or lower similarity score. You may talk about the matched-text in the ‘Turnitin®UK’ report with a member of academic staff to see where you may need to improve your academic practice. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources that will help you develop your academic skills.

Procedures for Assessment Offences

An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious

Page 20

http://www.libweb.anglia.ac.uk/referencing/referencing.htm

http://anglia.libguides.com/GAP

Module Guide

offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.

Page 21

http://www.anglia.ac.uk/academicregs

Module Guide

9. Learning Resources

9.1. Library

Page 22

Module Guide

Resources Notes

Key text

Piercy, N. F., (2009) Market-Led Strategic Change. 4th ed. Abingdon: Routledge (available as an e-book on the Digital Library).

We will draw heavily on this book. An electronic version of the text is available in the University Library.,

BooksThe books in the list below cover aspects of the subject covered in this module and will help you when reading on the topic

Ahmed, K. P. & Rafiq, M. (2002) Internal Marketing tools and concepts for customer-focused management Oxford: Butterworth Heinemann Elsevier

Baker, M. J., and Hart, S., (2008) The Marketing Book. 6th ed Abingdon: Routledge

Barnes, C., Blake, H., and Pinder, D., (2009) Creating & Delivering your Value Proposition London: Kogan Page,

Best R. J., (2011) Market-Based Management Strategies for Growing Customer value and Profitability (6th ed) Pearson New Jersey

Capon, N., Capon, R., and Mac Hulbert, J., (2009) Managing marketing in the 21st Century – European Edition New York: Wessex Inc.

Doyle, P., (2008) Value-based marketing 2nd ed. Chichester: John Wiley and Sons, Ltd

Dubois,, P., Jolibert, A., Muhlbacher, H., (2007) Marketing Management A Value-Creation Process Palgrave Macmillan Basingstoke

Fifield. P., (2007) Marketing Strategy: The Difference Between Marketing and Markets. 3rd ed. Oxford: Elsevier Butterworth Heinemann

Page 23

Module Guide

Holbrook M., B., (1999) Consumer Value A framework for analysis and research Abingdon: Routledge

Kotler, P., Keller, K. L., Brady, M., Goodman. M., Hansen, T., (2009) Marketing Management. Ist European edition Harlow: Prentice Hall

Markides, C. C., (2008) Game-changing strategies Jossey-Bass, San Francisco

Vargo, S., and Lush, R. F., 2004 Evolving to a New Dominant Logic for Marketing Journal of Marketing, 68 (January) pp 1 – 17

Vargo, S.L. and Lush, R.F. , 2006. The service-dominant logic of marketing: dialog, debate, and directions. Armonk, New York: M. E. Sharp.

Slywotzky, A. J., (1996) Value Migration Harvard Business School Press, Boston, Mass.JournalsIt is important that you draw from material contained in academic journals. These are some relevant titles.

British Journal of ManagementEuropean Journal of MarketingHarvard Business ReviewIndustrial Marketing ManagementJournal of Marketing ManagementSloan Management Review

Specific journal articlesAndreson, J.C., Narus, A.J. & van Rossum, W., 2006. Customer Value Propositions in Business Markets. Harvard Business Review. March, pp.91-99.

Ardley, B., (2006) Telling Stories about Strategies: A Narratological Approach to Marketing Planning The Marketing Review, 6, 197-209 Westburn Publishers Ltd,

Eggert, A. and Ulaga, W. (2002), “Customer-perceived value: a substitute for satisfaction in business markets?”, Journal of Business & Industrial Marketing, Vol. 17 Nos 2/3, pp. 107-125.

Flint, D.J., Woodruff, R.B. and Fisher Gardial, S. (2002), “Exploring the phenomenon of customers’ desired value

Page 24

Module Guide

change in a business-to-business context”, Journal of Marketing, Vol. 66 No. 4, pp. 102-17.

Frow, P. and Payne, A. (2008) The Value Proposition Concept: Evolution, Development and Application in Marketing Academy of Marketing conference Reflective Marketing in a Material World, Aberdeen, July 2008, Academy of Marketing, Helensborough

Johnson, M.W., Christensen, C.M. & Kagermann, H., 2008. Reinventing your Business Model. Harvard Business Review. (December), pp.51-59.

Kim, W.C. & Mauborgne, R., 2004. Blue Ocean Strategy. Harvard Business Review. October, pp.76-84.

Kim, W.C. & Mauborgne, R., 1999. Strategy, Value Innovation, and the Knowledge Economy. Sloan Management Review. Spring, pp.41-54.

Lindgreen, A. & Finn, W., 2005. Value in business markets: What do we know? Where are we going? Industrial Marketing Management. 34, pp.732- 748.

O’Cass, A. & Ngo, L. V. 2011 Examining the Firm’s Value Creation Process: A Managerial Perspective of the Firm’s Value Offering Strategy and Performance. British Journal of Management. 22 (4) pp 646 – 671

Payne, A. & Holt, S., 2001. Diagnosing Customer Value: Integrating the Value Process and Relationship Marketing. British Journal of Management. 12 (2), pp 159 - 182.

Payne, A. & Frow, P. (2005) A Strategic Framework for Customer Relationship Management Journal of Marketing 69 (October), 167 – 176

Perrey, R., Johnston, A., Lycett, M. & Paul, R., 2004. Value propositions: a new conceptualisation for integration. The Journal of Enterprise Information Management. 17(2), pp.142 - 163.

Ulaga, W. and Chacour, S. (2001), “Measuring customer-perceived value in business markets: a prerequisite for marketing strategy development and implementation”, Industrial Marketing Management, Vol. 30 No. 6, pp. 525 - 540.

Ulaga, W. and Eggert, A. (2005), “Relationship value in business markets: the construct and its dimensions”, Journal of Business-to-Business Marketing, Vol. 12 No. 1, pp. 73-99.

Page 25

Module Guide

Webster, J., F. E., 1992. The Changing Role of Marketing in the Corporation. Journal of Marketing. 56, pp.1-16.

Woodruff, R.B., 1997. Customer Value: The Next Source for Competitive Advantage. Journal of the Academy of Marketing Sciences. 25(2), pp.139-154.

Zeithaml, V.A., 1988. Consumer Perceptions of Price, Quality, and Value: A Means-End Model and Synthesis of Evidence. Journal of Marketing. 52(July), pp.2-22.Websites

http://futurecurve.com/Link to the University Library http://libweb.anglia.ac.uk/Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

This is a really useful website which explains the process of the value proposition carefully and clearly with lots of examples

Page 26

http://libweb.anglia.ac.uk/referencing/harvard.htm

http://libweb.anglia.ac.uk/

http://futurecurve.com/

Module Guide

Library Contacts

Lord Ashcroft International Business [email protected]

10. Module Evaluation

During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module.

This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studied this module previously.

Your questionnaire response is anonymous.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements.

In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to [email protected] at any time.

Page 27


https://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%[email protected]

Module Guide

11. Report on Last Delivery of Module.

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.

Module Code and Title: MOD001228 Marketing Management

Anglia Ruskin Department: MET

Location(s) of Delivery: Cambridge, Chelmsford,

Academic Year: 2012/13 Semester/Trimester: 2

Enrolment Numbers (at each location): Cambridge – 12; Chelmsford – 7

Module Leader: Paul Weeks

Other Module Tutors: Dr Niall Caldwell

Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel.

The formative assessment was introduced for the first time and this has proved to be a useful learning tool.

Feedback from Students Briefly summarise student responses, including any written commentsStudents enjoyed the module which they found challenging and stimulating.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)Students enjoyed the module as it allowed them to examine their own organisations and identify the value propositions for their customers. Weaker students suffered from the lack of in-depth knowledge of an organisation when completing the assessment.

Developments during the current year or planned for next year (if appropriate)Students are free to examine any company of their choice; this is a new development for this module.

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the moduleThe external examiner was happy with the module assessment

Page 28

Module Guide

Appendix 1: Re-Assessment Information

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN THEIR FIRST SUBMISSION

The re-assessment for this module consists of one element; check your results in e-vision.

Element Type of assessment Word or time limit

Deadline for assessment

010 Assignment 3,000 2pm 10th August 2015 tbc

Element 010 – AssignmentMark Learning

Outcome1 Using suitable models identify the customer perceived value for the

customers for a company of your choice20 4

2 Critically evaluate the existing value proposition for the one you have chosen. Compare and contrast the value proposition with that of the leading competitor in its sector.

20 1-2

3 Benchmark the two value propositions, comparing and contrasting as appropriate, and reaching a justified conclusion[s]

20 1-2

4 In light of your analysis of your existing value proposition and what you have learnt in this module produce a new value proposition that will match the value criteria of the customers.

20 3

5 Produce a plan to implement the value proposition externally and internally

20 3

TOTAL MARKS 100%

For the resit you are to undertake the same tasks that you undertook for the first attempt. Since the task is on a unique company chosen by each individual student the instructions are to improve the work in light of the feedback on the failed work.

Page 29

Module Guide - assignmentsbox.co.uk · Web viewEvery module has a Module Definition Form (MDF)...

Documents

Transcript of Module Guide - assignmentsbox.co.uk · Web viewEvery module has a Module Definition Form (MDF)...